Abstract

Abstract: In 2013, Facebook was used in learning and teaching clinical problem solving in a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first‑ and second‑year Medical Radiation students and second‑year
Nursing students, Of the 152 students enrolled in the Pathology course, there were 148 students who participated in the Facebook group. Of the 148 students, 61 (41%) completed the invited post‑intervention questionnaire. At the same time, all 17 nursin
g students enrolled in a science course at the regional campus of the same university participated in the Facebook initiative, however, only 10 (59%) completed the post‑intervention questionnaire. A good practice and checklist were developed from the p
ost‑intervention evaluations, which consisted of 25 Likert‑ and open‑type questions. Both student cohorts found the use of Facebook beneficial for them in terms of providing an innovative way of learning; fostering greater interaction amongst co‑students
and staff; and effectively engaging them with the content of courses. The importance of clear communication of goals and objectives to students was identified from student comments. Six good practice principles were identified relating to: goals and objec
tives, expectations, communication, engagement with the course content, active participation, and learning environment.

Abstract

Abstract: In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners variations, particularly regarding their styles and a
pproaches to learning, on intention and use of learning technologies. This study contributes to further examine a working model for learning outcomes in higher education with the Unified Theory of Acceptance and Use of Technology (UTAUT) on SRS adoption
attitude, and the Study Process Questionnaire (SPQ) on students approach to learning. Adopting a cross‑section observational design, the current study featured an online survey incorporating items UTAUT and SPQ. The survey was administered to 1627 und
ergraduate students at a large comprehensive university in Hong Kong. Relationships between SRS adoption attitude, learning approaches, and learning outcomes in higher‑order thinking & learning and collaborative learning were analyzed with a structural eq
uation model (SEM). A total of 3 latent factors, including four factors from UTAUT in Performance Expectancy, Effort Expectancy, and Deep Learning Approach from the SPQ, were identified in the structural model on students intention to adopt SRS in clas
ses. Current results suggested that a model of active learning outcomes comprising both UTAUT constructs and deep learning approach. Model presented in the present study supported the UTAUT in predicting both behavioral intention and in adopting SRS in la
rge classes of undergraduate education. Specifically, positive attitudes towards SRS use measured with the UTAUT, via a learning approach towards deep learning, accounted for variation on high‑impact learning including higher‑order thinking and collaborat
ive learning. Results demonstrated that the process of technology adoption should be conceptualized in conjunction with learners diversity for explaining variation in adoption of technologies in the higher education context.

Abstract

Abstract: Courses in virtual learning environments can leave recently enrolled participants in a state of loneliness, confusion and boredom. . What course content is essential in the course, where can more information be found and which assignments are ma
ndatory? Research has stated that learner control and motivation are crucial issues for successful online education. This paper presents and discusses visualisation as a channel to improve learners control and understanding of programming concepts and ga
mification as a way to increase study motivation in virtual learning environments. Data has been collected by evaluation questionnaires and group discussions in two courses partly given in the Moodle virtual learning environment. One course is on Game bas
ed learning for Bachelors programmes, the other is a course on e‑learning for university teachers. Both the courses have used progress bars to visualise students study paths and digital badges for gamification. Results have also been discussed with teac
hers and pedagogues at a department for computer and systems sciences. Furthermore, two visualisation prototypes have been designed, developed and evaluated in programming lectures. Findings indicate that visualisation by progress bars is a good way to im
prove course participants overview in online environments with rich and multifaceted content. To what degree the visualisation facilitates the course completion is hard to estimate, and like students have different learning styles, they also seem to have
different visualisation needs. Gamification by digital badges seems to have various motivational impacts in different study groups and in traditional university programmes the traditional grades seem to be the main carrots. Finally, it seems that softwar
e visualisation might be a promising path to enhance programming education in the 21st century.